Abstract

The chapter explores the relationship between educational research and risk as a "moral climate of politics" (Giddens, 2002: 29) impacting powerfully on educational policy and processes. In exploring this question, the chapter mounts a cautious argument that the epistemological challenges attending such new global imperatives as risk are yet to be taken up in any substantial way in mainstream educational research. This is so despite the flurry of activity around diversifying social scientific inquiry, and the growing numbers of people who now engage in research activity within and outside universities. It is contended that this is due in no small part to the failure of educational researchers to think about thinking about research and to take this thinking forward to the consideration of questions of methodology.

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